VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION
RESEARCH PAPER
Topic: An insight into the academic procrastination
in self-studying of FELTE, ULIS - VNU students
Supervisor: Giang Thị Trang
Group members:
1. Nguyễn Minh Phương
2. Nguyễn Thị Khánh Linh
Hanoi, 2020
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Table of contents
Chapter
Page
Chapter 1: Introduction
Chapter 2: Literature Review
Chapter 3: Data analysis
Chapter 4: Discussion
Chapter 5: Conclusion
References
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5
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11
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Chapter 1: Introduction
1.1.
Rationale of the study
“I am going to do it tomorrow”, “I have plenty of time to do that”, “I will begin doing that
after finish watching this episode”. We usually hear these expressions when one engages
in procrastination. Procrastination is defined as a voluntary delay of tasks which is a
common problem (Solomon, Laura & Rothblum, Esther, 1987). Procrastinators
procrastinate to the extent of feeling uncomfortable (Solomon, 1987) and fail to fulfill their
duties and responsibilities (Deniz, Mu & Tras, Zeliha & Aydogan, Didem, 2009).
Estimates indicate that 95% of college students procrastinate (Solomon, 1987). This is a
special form of procrastination called academic procrastination. Academic procrastination
happens in the academic settings and has been a widespread practice in college and
university campuses for decades (Jiao, Qun & Daros-Voseles, Denise & Collins, Kathleen
MT & Onwuegbuzie, Anthony, 2012). Students put off their academic work: doing their
weekly exercises, preparing for presentations, studying for examination, writing or
submitting assignment, due to some reasons.
Hussian and Sultan (2010) has indicated the rationales behind this behavior including “lack
of commitment, lack of guidance and encouragement, inappropriate time management
skills, emotional stress, social problems, overconfidence and illness.”
Academic procrastination has been studied extensively by a variety of researchers because
it can have serious consequences. Numerous studies have been conducted on academic
procrastination since it affected students. This course of action has an adverse impact on
learning and achievement of university students namely bad grades, poor performances, or
course withdrawal (Solomon, 1984). Procrastination also affected students’ personalities.
Regarding studies of Hussain, Irshad & Sultan, Sarwat. in 2010, high level procrastination
makes students suffer from anxiety, stress and depression.
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Although procrastination leads to a number of ramifications, there is no research has been
conducted to determine the areas, the causes and the effects of this experience among
students of the Faculty of English Language Teacher Education (FELTE) of the University
of Languages and International Studies. Fully understanding the reasons and the
consequences of this behavior can be a foundation for achieving solutions. Thus, this
research will focus on the frequency, the rationales and the effects of academic
procrastination in self-studying of FELTE students.
1.2.
Scope of the study
Due to the limitation of time, this research does not cover all the aspects of academic
procrastination. This study deals with procrastination in self-studying of FELTE students.
1.3.
Aims of the study
The study aims at:
-
Determining the areas of procrastination on self-learning of different grade FELTE
students
-
Examine the factors contributing towards procrastination on self-learning of
different grade FELTE students
-
Analyzing the effects of procrastination on self-learning of different grade FELTE
students
1.4.
Methods of the study
We selected the survey approach to collect data and developed a questionnaire on fivepoint rating scale. The present study was concentrated on FELTE; hence, the population of
the study consisted on all the students of the Faculty of English Language Teacher
Education. We collected the answers from random 252 FELTE students including 63
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freshmen, 63 sophomores, 63 juniors and 63 seniors. The data were coded and analyzed in
terms of mean score through Ms-Excel.
Chapter 2: Literature Review
2.1. Self-study
Self-studying is a way of learning about a subject that involves studying alone at home
rather than in a classroom with a teacher which Loughran (2004) described as a focal point
for those pursuing a better knowledge of their particular practice setting and the work of
those with a concern for teaching and learning.
2.2. Academic Procrastination
Procrastination or the intentional delay of due tasks, is a widespread phenomenon in
college settings (Rabin, Fogel, & Nutter-Upham, 2011). According to the research of Özer,
Demir, & Ferrari (2009), 40-52 of 100 students in their study frequently engaged in
academic procrastination, especially when studying for exams, writing term papers, and
maintaining reading assignments. In other way, Senécal, Julien, & Guay (2003) stated that
academic procrastination is typically defined as an irrational tendency to delay in the
beginning and/or completion of an academic task. Academic procrastination was defined
as the “tendency to (a) always experience problematic anxiety associated with this
procrastination (Rothblum, Solomon, & Murakami, 1986, p.387).
According to (Dunn, 2014) self-regulation, intrinsic motivation, and statistics anxiety
separately influence academic procrastination. Kandemir and Mehmet (2014) determined
that increase in the level of internet use increases academic procrastination behavior,
additionally students that are academically unsuccessful may be losing learning motivation
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in time. Task averseness has a positive relationship with procrastination because people
tend to avoid unpleasant tasks
Procrastinators are negatively influenced lower GPA, higher levels of daily and taskspecific procrastination, and lower predicted and actual class grades. In addition negative
procrastinators are influenced significantly higher procrastination on writing tasks (Robert,
Klassen, Lindsey, & Sukaina, 2008). Lee (2005) researched significant negative effects of
procrastination for loss of self-consciousness, clear goal, and concentration on the task athand items.
In other way, the academic procrastination behaviors can help the individuals to decrease
the negative impacts of the disturbing feelings they might experience (Burka and Yuen,
1983).
Chapter 3: Data analysis
Data collected through the questionnaires of the FELTE students was analyzed as presented
below:
Table 1: Areas of Academic Procrastination in Self-studying
Areas
Mean
Weekly exercises
3.10
Term paper
2.65
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Presentations
2.80
Preparing for end-term exams
2.97
Others
2.09
Table 1 shows the areas of procrastination. It is obvious that FELTE students delay the
most in preparing their weekly exercises with mean score 3.10 & preparing for end-term
exams with mean score 2.97. They also postpone preparing for presentations with mean
score 2.80 or writing and submitting term paper with mean score 2.65. Some others areas
they procrastinate are VSTEP preparing exercises or optional exercises.
Table 2: Reasons of Academic Procrastination in Self-studying
Reasons
Mean
You are lazy
3.88
You are easily distracted by entertaining activities (scrolling
4.10
through social networking sites, watching TV, hanging out, etc.)
You are overconfident and underestimate the time necessary to
3.14
complete tasks
You want to avoid pressure
3.26
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You have questions but feel uncomfortable to ask lectures;
3.00
hence, you don’t ask.
The courses are uninteresting
3.20
You don’t have motivation
3.38
You don’t believe that you can do well
2.69
You don’t know how to manage your time
3.70
You have too many exercises
3.53
You have too many part-time jobs
2.45
You are facing health problems
2.26
You have relationship, friend and family issues
2.41
You know that your friends are also procrastinating
3.19
Your lecturers are not strict
2.58
Others
2.05
Table 2 indicates the reasons of academic procrastination in self-studying. FELTE consider
easily distracted by entertaining activities namely scrolling through social networking sites,
watching TV, hanging out is the main rationale behind their procrastination with mean
score 4.10. Another reason is that they are just lazy with the mean score 3.88. Being
overconfident and underestimate the time necessary to complete tasks is a reason with the
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mean score 3.14. According to them, they procrastinate and cannot complete their work in
time because they want to avoid pressure (with mean score 3.26); they have questions but
feel uncomfortable to ask lectures; hence, they don’t ask. (with mean score 3.00); the
courses are uninteresting (with mean score 3.20); they don’t have motivation (with mean
score 3.38); they don’t believe that they can do well (with mean score 2.69); they don’t
know how to manage their time (with mean score 3.70); they have too many exercises to
do (with mean score 3.53); they have too many part-time jobs (with mean score 2.45); they
are facing health problems (with mean score 2.26); they have relationship, friend and
family issues (with mean score 2.41); they know that their friends are also procrastinating
(with mean score 3.19); their lecturers are not strict (with mean score 2.58). Others reasons
are they consider some subjects unnecessary; they do not care about grades; they want to
spend more time on other activities; they want to put exercises until last minutes so that
they can work productively and creatively; they don’t know where to start their tasks (with
mean score 2.05)
Table 3: Effects of Academic Procrastination
Effects
Mean
Discontinuation of studying
3.81
Bad grades
3.95
Failure of examination
2.94
Being stressful
3.80
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Being anxious before deadlines and exams
3.86
Feelings of regret and guilt
3.72
Lack of confidence
3.38
Lack of motivation
3.47
Having the ability to be highly focused in a short amount of
3.46
time left
Finding out the most efficient and effective ways to complete
3.01
tasks
Others
2.00
Table 3 pointed out the effects of procrastination in self-studying of FELTE students. The
feeling of pressure before deadlines and exams together with bad grades are the
consequences with the highest mean scores 3.86 and 3.95. Others adverse effects are
discontinuation of studying (with the mean score 3.81), failure of examination (with the
mean score 2.94), being stressful (with the mean score 3.80), feelings of regret and guilt
(with the mean score 3.72), lack of confidence (with the mean score 3.38), lack of
motivation (with the mean score 3.47). Besides the mentioned-above ramifications, FELTE
students reckon that procrastination has some positive effects on them namely having the
ability to be highly focused in a short amount of time left (with the mean score 3.46) and
finding out the most efficient and effective ways to complete tasks (with the mean score
3.01). Others adverse impacts are feeling frustrated with themselves or others with the
mean score 2.00.
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Chapter 4: Discussion
It is clearly seen that students of FELTE do procrastinate to some extent. 62% juniors and
seniors says that they procrastinate almost all the time, while 58% freshmen and
sophomores say that they rarely procrastinate.
91% students agree that being distracted by entertaining activities is the primary reason
why they procrastinate. 44% freshmen and sophomores say that they postpone their selfstudying since they have questions but feel uncomfortable to ask their lectures; thus, they
don’t ask. 55% freshman and sophomores say that they don’t know how to manage their
time. Only 21% seniors and juniors say that they are uncomfortable to ask their teachers,
and 37% say they don’t know how to manage their time. The main reasons of seniors and
juniors, apart from being distracted by entertaining activities and being lazy are having too
many part-time jobs (49%) and feeling unmotivated (33%).
Besides adverse impacts of procrastination, FELTE students agree on the positive effects
of this practice. 59% students believe that procrastination assists them in finding the most
effective and efficient ways to complete their tasks on time. 67% seniors and juniors say
that they focus more when they have a little time left than when they start early. Although
procrastination does bring benefits, consequences outweigh these good outcomes. They
hold the belief that procrastination leads to stress (82%), anxiety (86%), regret and guilt
(79%), etc.
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Chapter 5: Conclusion
1. Summary
FELTE students delay in preparing and submitting their assignments & presentations and
preparing for the examinations. Students appeared to procrastinate and unable to
complete their work in time due to their laziness, social and family problems, lack of
motivation and interest; overconfidence, distraction, their teachers, lack of guidance and
counseling or mentoring from teachers, etc. Procrastination has negative effects on the
learning of students including their low achievements in examinations, failure in the
examinations, fear of examinations, etc. However, procrastination brings positive effects.
2. Limitations and suggestions for further studies
The research does not point out solutions for procrastination in self-studying of FELTE
students. We hope that further studies will be conducted to find out solutions for this
problem and expand the scope of our study. They can rely on the reasons of each group
of students have to seek for suitable solutions.
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